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Press box renamed to honor former Sun reporter Kelly
Before Sunday's first race, the Pimlico Race Course press box was renamed to include Joe Kelly, who covered horse racing for nearly 70 years before his death in November at age 94. Kelly began his career at The Baltimore Sun in the 1940s, then moved in 1955 to The Washington Star, where he spent the next 26 years. After retiring, he became the publicity director for the Maryland Million and was Pimlico's historical consultant until his death. "Nobody spent more time in the Pimlico press box," said Mike Gathagan, Pimlico's vice president of communications. "We felt it was important to honor Mr. Kelly so the next generations of turf writers know what he meant to this place. He was a tremendous resource and positive influence. We just finished our third week of the spring meet, and it is weird not to see him in his office or in the chair where he sat while wagering each afternoon." On October 30, 1947, Kelly was part of Baltimore's first live remote television broadcast on WMAR-TV when he called the fifth and sixth races at Pimlico with his then-colleague Jim McKay. Kelly is also the only two-time winner of the Old Hilltop Award for excellence in horse racing coverage (1979 and 2000).
Ortiz injured: Apprentice rider Yomar Ortiz was hurt when he fell from his mount during the stretch run in the fifth race at Pimlico. Ortiz was riding Badon when his mount broke down closing in on the finish in the five-furlong turf race for $35,000 claimers. Ortiz was on the ground when he was struck by Gator Gone Wild, a trailing horse. The 21-year-old was taken to Sinai Hospital for X-rays on his left leg, according to Pimlico medical director Dr. Harry Harris. Ortiz leads the rider standings after three weeks of the spring meeting, with 13 trips to the winner's circle; he won the Laurel Park winter meet title earlier this year. Badon suffered a right ankle injury and was humanely euthanized, according to Maryland Racing Commission veterinarian Dr. David Zipf.
Et cetera
In first-ever home game, Spirit ties Flash on penalty
A late penalty conversion by the Washington Spirit's Diana Matheson followed a headed goal by Samantha Kerr in the 84th minute to mark the return of professional women's soccer to the Mid-Atlantic region Saturday night as the host Spirit drew, 1-1, with the visiting Western New York Flash. An announced 4,569 filled every seat — and then some — at the Maryland SoccerPlex in Boyds. In the opening 15 minutes, Flash forward Abby Wambach had a pair of chances but couldn't convert. The former Washington Freedom member and reigning FIFA World Player of the Year crashed a full volley off the bar from 6 yards early, then was denied from 18 by USA teammate Ashlyn Harris. The Spirit will remain at the SoccerPlex for the next three Saturdays, all with 7 p.m. kickoffs. This week Sky Blue FC comes to town for the first of two short trips south this season, followed by Portland Thorns FC's only trip to the area, on May 4. The Spirit wraps up its homestand May 11 against the Boston Breakers.
College baseball: Despite a second consecutive quality start from Jake Stinnett, Maryland's offense couldn't muster enough run support and lost a baseball series finale to visiting Virginia Tech, 3-2, on Sunday. The Terps (21-20, 6-15 Atlantic Coast Conference) finished with five hits and two runs against starter Devin Burke, who pitched a complete game for the Hokies (24-17, 9-12). Maryland scored twice on back-to-back triples in the fifth inning but left runners on second and third in the second, and left the bases loaded in the fourth. Stinnett turned in another solid performance for the Terps, his third quality start in his last four appearances. The junior gave up three runs on nine hits over seven innings with six strikeouts. In his last four starts, Stinnett has an ERA of 2.08. The Hokies scored once in the fourth, fifth and seventh. ... Shane Davies pitched seven strong innings and Nathan Pitts (Digital Harbor) drove in a run, leading Coppin State (12-25, 7-11 the Mid-Eastern Athletic Conference) to a 2-1 victory over host Norfolk State (15-21, 10-8) in the first game of a doubleheader. Davies allowed seven hits and one run while striking out four batters. The Spartans won the nightcap, 9-5. ... Sophomore right-hander Brett Collacchi pitched a six-hit shutout, beating York (Pa.), 4-0, as No. 4 Salisbury (27-6) captured its second straight Capital Athletic Conference tournament championship at the SU Baseball Field. Collacchi struck out four, walked two and didn't allow a runner beyond second base as the Sea Gulls secured their 11th CAC title.
College softball: Freshman Juli Strange hit two home runs, including a two-run shot to end the game, to lead host Maryland (25-23, 9-6 ACC) past Boston College (11-30, 2-13) in five innings, 10-1.
—From Sun staff and news services


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Runs as a separate app, rather than built into the Android phone app, but it will clear your Frequently Called list, and nothing else. This is not found on the Market Place yet but I have seen the source code and it's safe. All it does is clear the number of times you have called a contact. Once this counter is cleared the frequently called list is empty.
[App] Frequently Called List Remover - Mobile01 ????

subset: commoncrawl


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I think your system will also need to check the humidity level outside. You wouldn't want to draw that in if it's too humid.
post #181 of 1235
4/6/11 at 11:28am
|How many tons is your ac unit?
|How many people will the theater accommodate
|will the equipment be in the room or outside the room?


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Friday, June 21, 2013
Hill Forts of Rajastan and Wooden Churches of the Carpathian region inscribed on World Heritage List
The World Heritage Committee today inscribed two new cultural World Heritage sites, one in India and the other astride the border of Poland and ...
Thursday, June 20, 2013
Syria's Six World Heritage sites placed on List of World Heritage in Danger
The World Heritage Committee has decided to place the six World Heritage sites of the Syrian Arab Republic on the List of World Heritage in Danger so ...
Thursday, June 20, 2013
Youths practice hands-on site conservation at 2013 World Heritage Youth Forum at Angkor, Cambodia
The World Heritage Youth Forum, Cambodia 2013 was held at the site of Angkor, Siem Reap and Phnom Penh, Cambodia from 8 to 16 June 2013, in ...
Wednesday, June 19, 2013
New opportunity for training in risk management at World Heritage sites
The UNESCO World Heritage Centre, in partnership with the African World Heritage Fund (AWHF) and in collaboration with the Centre for Heritage ...
Tuesday, June 18, 2013
UNESCO and Panasonic renew strategic partnership agreement
UNESCO and Panasonic Corporation announced the renewal of their strategic partnership agreement today. The new agreement will run for two years from ...
Tuesday, June 18, 2013
World Heritage Committee inscribes East Rennell on the List of World Heritage in Danger
The World Heritage site of East Rennell has been inscribed on the List of World Heritage in Danger due to logging that is affecting the ...
Tuesday, June 18, 2013
Director-General pays official visit to the Kingdom of Cambodia on the occasion of the 37th session of the World Heritage Committee
On 16 June, during her official visit to the Kingdom of Cambodia, the Director-General of UNESCO, Irina Bokova, met with His Majesty King Norodom ...
Tuesday, June 18, 2013
African Culture Ministers call for balancing heritage conservation and social and economic development
On 17 June 2013, in the context of the 37th Session of the World Heritage Committee in Phnom Penh, Cambodia, the Director-General, Irina Bokova, took ...
Monday, June 17, 2013
World Heritage Committee removes the Iranian World Heritage site of Bam and its Cultural Landscape from danger listing
The World Heritage Committee has decided that improvements in the management and conservation of the World Heritage site of Bam and its Cultural ...
Monday, June 17, 2013
African ministers concerned by the region's World Heritage sites
Must countries choose between economic development and the safeguarding of heritage? This was the subject of the annual Round Table of African ...
Sunday, June 16, 2013
Watch the live webcast of the 37th session of the World Heritage Committee in Phnom Penh
The 37th session of the World Heritage Committee is now underway in Phnom Penh, Cambodia, from 16 to 27 June 2013. Media contacts: Roni Amelan ...
Sunday, June 16, 2013
Important Khmer statues returned to Cambodia during opening of World Heritage meeting in Phnom Penh
Solemn appeals for the preservation of the heritage of humanity and colourful cultural performances marked the opening of the 37th session of the ...
Friday, June 14, 2013
Jaeger-LeCoultre auction benefits Brazilian Atlantic Islands: Fernando de Noronha and Atol das Rocas Reserves
From 23 to 26 April 2013, the Swiss luxury watch manufacturer Jaeger-LeCoultre, partner of UNESCO's World Heritage Centre since 2008, organized ...
Friday, June 14, 2013
Enter a "competwition" to win a copy of Benefits Beyond Borders (UK only)
Enter a Competition for the chance to win 1 of 5 copies of World Heritage: Benefits Beyond Borders! This book was jointly published by UNESCO and ...
Friday, June 14, 2013
Historic Urban Landscape approach explained
This newly published brochure "New life for historic cities: The historic urban landscape approach explained" introduces the Recommendation on the ...
Tuesday, June 11, 2013
World Heritage Candidates announced for 2013 Business Planning Programme
Participants to the 5th annual World Heritage Centre / Earthwatch / Shell "Business Planning for natural World Heritage site managers" year long ...
Sunday, June 9, 2013
UNESCO expert mission evaluates damage to Mali's cultural heritage
"UNESCO saved the temples of Egypt and rebuilt the Mostar Bridge. UNESCO will rebuild the mausoleums of Mali," said UNESCO ...
Friday, June 7, 2013
World Heritage celebrates World Oceans Day!
Over 1,000 new species have been discovered at marine sites since their inscription on the World Heritage List. This data has been compiled in ...
Friday, June 7, 2013
Report of the 40th Anniversary Year activities: Celebrating 40 years of the World Heritage Convention and looking forward to tomorrow
The UNESCO World Heritage Centre has published a brochure reporting the events and activities carried out in 2012 to celebrate the 40th anniversary of ...
Friday, June 7, 2013
World Heritage Committee to inscribe new sites on UNESCO World Heritage List and examine conservation of sites already on the List
The World Heritage Committee will consider the inscription of 32 sites on UNESCO's World Heritage List during its next session, from 16 to 27 ...
Wednesday, June 5, 2013
UN On-line Volunteers and World Heritage
With almost a thousand sites inscribed on the World Heritage List, the reach of the World Heritage Convention is vast. To better present one important ...
Monday, June 3, 2013
Protecting Tubbataha Reefs Natural Park from Shipping Threats
The Tubbataha Reef sprawls across 100,000 hectares and supports over 350 species of coral and almost 500 species of fish. Earlier ...
Sunday, June 2, 2013
Director-General of UNESCO reiterates her appeal for the protection of Syria's cultural heritage
In the wake of alarming media reports on damage to several historic and religious sites in various regions of Syria, I wish to express my grave ...
Wednesday, May 29, 2013
UNESCO and Italy launch new cooperation to restore and conserve cultural heritage in Bamiyan, Afghanistan
Most people know Bamiyan as the site where giant statutes of the Buddha were destroyed by the Taliban in 2001. But it is the location of other ...


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Looks can fool you: Pink might look like a chick in need of rescuing, but her feisty character is far from a helpless girl!
Stella, also known as the Pink Bird, is now available as a cuddly plush toy in various sizes.
Washing instructions:
5", 8" and 12": Gently hand wash separately for 2 minutes using warm soapy water. Do not twist or wring. Rinse thoroughly with clean water. Hang to dry. When completely dry, fluff back to shape.
16": Surface washable. Wipe toy with a damp cloth


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"If we come off and know what to do and play physical, they can be beaten," defensive tackle Angelo Blackson said of LSU. "They're not Superman on the line, they can be beat. They can be outworked, out-physicalled, everything. We've just got to get in our minds as a defensive to just outwork them. We can take them down."
A freshman, maybe Blackson is too young to know better, or maybe he's seeing an Auburn defense that has improved in leaps and bounds this season.
After the first three games, the Tigers were at or near the bottom of the nation in several major defensive categories, including total defense, rushing defense and scoring defense.
The high points have come in recent weeks with their performance in a 16-13 victory over then 10th-ranked South Carolina and last week's 17-6 victory over Florida.
Auburn (5-2, 3-1 SEC) has gotten significantly better against the run. Last week, the Tigers held Florida to 66 yards rushing on 30 carries.
"We've gotten better there because if you can't stop the run in this league you're not going to win," said Auburn defensive coordinator Ted Roof. "In order to beat a good SEC football team like Florida you have to do a good job against the run. Our kids did that."
The players say being last against the run earlier in the season provided plenty of motivation for improvement.
"We took it to heart, just because we knew we could be better," Blackson said. "In practice when we know what to do, know how to do it, we play better. We kind of took that upon ourselves to just come out every week and shut these teams down, that nobody thinks we can do. We run into South Carolina, we shut them down. We're just bonding. We're getting better. We're using the motivation that the coaches are giving us, that the people who don't believe us are giving us. We just use it as motivation to keep going."
LSU comes into this week's game ranked fourth in the SEC in rushing offense, averaging 194.4 yards per game, and 20 of the Tigers' 35 touchdowns this season have come on the ground.
Defensive tackle Jeffrey Whittaker says Auburn will be ready.
"It's just a pride thing," Whitaker said. "When you talk about somebody's going to come in and just run the ball against you, there's a pride there. We know they've got a good offensive line and they're going to come off and they're going to play smash-mouth. But the deal is we're going to play smash-mouth as well.
"There's no running away, there's no hiding, there's no intimidation. There's no nervous, 'I hope.' It's not one of those deals. We're going to come in saying, 'This is what we've got to do to win.'"
Defensive end Corey Lemonier, who has stepped up his game in recent weeks, says he sees across the board progress by Auburn's defense.
"We're playing with a swagger," he said. "Everybody's depending on each other. Everybody's taking responsibility for each other. Everybody's going out there and just knowing their plays, doing their assignment, going 100 percent."
Roof meanwhile, is a bit more cautious.
"We've gotten significantly better," he said. "We certainly haven't arrived. We have to keep working to get better and pushing ourselves to get better because as you get later in the season it's a critical stretch for us.
"This league is a physical league. We've seen it and LSU certainly fits into that category. They are really clicking right now. We have our work cut out for us."
Charles Bennett covers Auburn University sports for The Star. Follow him on Twitter @AUTigers_Star


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Raise your hand if you're a New Girl fan! I can't get enough of Jess's quirky humor, or her adorable style. Spotted in this polka dot J.Crew sweater recently (still available in gray!), she has really put me in the mood to mix navy blue + kelly green… and clearly I'm not alone in craving this pairing…!
(1) Murfee Scarf, Lilly Pulitzer, $118
(2) Upwardly Mobile Satchel, The Cambridge Satchel Company, $185
(3) New Girl Courage Top, Modcloth, $38
(4) Polka Dot Over-the-Knee Socks, Forever 21, $4
(5) Alanis Sweater, Lilly Pulitzer, $118
(6) Striped Button Shoulder Tee, Lauren Ralph Lauren, $38 (sale!)
(7) iPad Folio Hedgehog Case, Kate Spade, $85
(8) Au Contraire Hinge Bangle, Kate Spade, $89 (sale!)
(9) Rodwell Rainboot, Dirty Laundry, $35


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Accessibility Information
The Hollywood Bowl is committed to making its concerts accessible to all who wish to enjoy live music.
Accessible Seating for Guests with Disabilities
A minimum of 196 wheelchair, semi-ambulatory, and companion tickets are available throughout the Hollywood Bowl.
The Americans with Disabilities Act and several California State Laws were enacted to promote equal access for everyone. The Hollywood Bowl strives to provide accessible seating to our patrons needing specific accommodations and to ensure that wheelchair-accessible locations are reserved for guests who require such an accommodation.
The Hollywood Bowl will provide full wheelchair accessible seating in spaces or locations designated as such and no permanent fixed chair will be provided for these locations.
Accessible seating is available to those with mobility disabilities who require accessible seating because of their disability, at most price levels. This includes individuals who use wheelchairs, those who use other mobility devices, and people who cannot climb steps or walk long distances because of significant arthritis, or severe respiratory, circulatory, or cardiac conditions. Individuals who, because of their disability, cannot sit in a straight-back chair or those whose service dogs cannot fit under a non-accessible seat or lie safely in the aisle are also permitted to purchase accessible seats.
Individuals purchasing a ticket for an accessible seat may purchase up to three (3) additional seats for their companions in the same row and that are contiguous with the accessible seat. If contiguous seats have already been sold and are not available, the Hollywood Bowl will offer other seats as close to the accessible seats as possible.
Click here for information on Accessible Seating pricing for LA Phil concerts
Click here for the Accessible Seating order form
Hollywood Bowl subscribers may exchange wheelchair accessible concert tickets for more appropriate seat locations, subject to availability. Orders are filled on a first-come, first-served basis, subject to availability.
Accessible seating locations at the Hollywood Bowl include the following:
- Garden Boxes 643 and 944
- Ramps A and E
- Side Boxes East – 308, 309, 407, 408, 409, 507, 508, 509
- Side Boxes West – 374, 375, 376, 475, 476, 477, 575, 576, 577
- Last row of Super Seats
- Last row of Sections D, E, F1-3, G2/J2 and K1-3 (last two rows in section F3 and K3)
For additional information regarding accommodations and services, please ask for Department 12 of the Box Office at 323.850.2125, or TDD/TTY 323.850.2040 or Audience Services at 323.850.2000.
Ticket-Purchasing Options
Department 12 of the Hollywood Bowl Box Office handles ticketing exclusively for patrons with disabilities. These tickets are also available through Ticketmaster (with a service charge). Phone: 323.850.2125 or Audience Services at 323.850.2000.
Tickets for Patrons with Disabilities details
Accessible parking is available in two locations (at two price levels) at the Hollywood Bowl: at the West Gate (very limited availability), and in the Odin Street Lot. Both parking lot entrances are off the west-side of Highland Avenue. Both lots include spaces for rear-loading and side-loading vans, and have accessible paths of travel into seating areas. Parking can be purchased through Department 12 (323.850.2125). All Bowl parking is very limited, including accessible parking which frequently sells out in advance. See next section for more options.
The Guide to Accessible Parking
Accessibility Forms Parking Voucher
More Accessible Parking details
Alternate Transportation
Parking at the Bowl is extremely limited. More than one-third of our audience uses Park & Ride and Shuttle service as transportation to the Bowl. There are 15 Park & Ride locations and three Shuttle lots in operation for most Bowl concerts. All Park & Ride lots use accessible buses.
Click here for current lot locations and departure times.
Buses discharge riders at the Plaza entrance (click to view map). There is an accessible path of travel from the bus drop-off location to the Plaza which includes the Bowl Box Office, concessions, The Bowl Store, and elevators to accessible seating locations.
At the end of the evening, BowlExpress buses will pick up patrons in the plaza area, upon request to the Parking Operations Staff. This insures that one no longer need descend the hill and cross Highland Avenue to reach buses for the return trip.
Park & Ride tickets may be purchased in advance through Department 12 (323.850.2125) when you place your ticket order, or through Ticketmaster or the Box Office. Holders of pre-purchased tickets are given priority when boarding the bus. Shuttle tickets may also be purchased in advance.
Cart Service
Motorized cart service is available to assist patrons with limited mobility. One station is located near the accessible Odin Lot parking. Post-concert use of the cart service will involve substantial delays, as the carts cannot readily make return trips against the flow of traffic.
Dining at the Bowl
Among the many dining options at the Bowl, there are accessible picnic areas off the 3rd Promenade, and on the roof of the Box Office building, accessed via the elevator from the Plaza.
Click here for additional information on dining at the Bowl.
There are also food and drink concessions on the way to your seats at either entrance to the Bowl. Concessions in the Plaza and on the 3rd Promenade have counters at accessible heights. Not all drinking fountains at the Bowl have been renovated. However, cups and water are available at all concession stands.
The restroom facility adjacent to the Odin Street Parking Lot path is accessible, as is the restroom adjacent to the West Gate entrance. The restrooms off the 3rd Promenade are now accessible as well. There are also accessible restrooms located in the Museum and off the Patio Restaurant.
Sign Language Interpreter
After purchasing tickets, a request for a sign language interpreter can be facilitated through Dept. 12 (TTY 323.850.2040). 72-hour advance notice is requested.
Assistive Listening Devices
Headsets are available free of charge (with a deposit) at the House Manager's Office; ask an usher for assistance.


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User Tip: If you're unsure of your vehicle type, you may skip the machine type selection box.
Please select make, model and year4-Stroke Exhaust
Exhaust systems in either full race or with tuneable spark arrestors and different tips to give you that perfect power output for either motocross or trail riding.
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easy to install all around amazing pipe good quality and the extra power is always good also.Read All Reviews
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it only fits the stock head pipe. more info would have been nice. It didn't say that it was a slip-on.Read All Reviews
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House votes to place state income tax ban before voters
NASHVILLE — The House gave final approval Monday to a proposed constitutional amendment to ban a state income tax in Tennessee, which means the measure will go before the voters next year.
The chamber voted 88-8 in favor of the measure sponsored by Republican Rep. Glen Casada of Franklin.
Casada said he already believes an income tax is banned under the state constitution, but the amendment will give voters a voice on "clarifying and making it even more clear that the income tax is unconstitutional."
The vote completes a lengthy process for constitutional amendments, which must pass both chambers in consecutive General Assemblies before they can go before the voters in the same year a governor's election is held.
The measure would also ban payroll taxes by the state or local governments.
"I think taxing earned income is a terrible public policy," Casada said. "It runs off business and it's a disincentive to produce."
Supporters scrambled to sign up co-sponsors to the resolution as the clerk read the language of the proposed constitutional amendment on its last reading.
Democratic Rep. Mike Stewart of Nashville sought to remind members that the last push for a state income tax was led by then-Gov. Don Sundquist, a Republican, more than a decade ago.
"Why would we want to make this a constitutional issue instead of just allowing the elected representatives of the people (to) make this decision year after year?" asked Stewart.
In response to Stewart's questions about Sundquist, Casada answered that former House Speaker Jimmy Naifeh, D-Covington, was also a major proponent of the income tax proposals that failed for the last time in 2002.
The income tax proposals led to talk radio-fueled protests at the Capitol and included a brick being thrown through the window of the governor's office. The measure ultimately failed, and several supporters ultimately decided against running again or were defeated as part of a public backlash.
The fallout from the failed efforts contributed to the election of Democratic Gov. Phil Bredesen later that year, but also accelerated Democratic losses in the Legislature that have left the party with little voice in state government.


text: Home- Academics- Departments and Programs- Educational Studies- Academic Program Educational Studies (For 2013–2014 academic year) Professor D.K. Johnston Associate Professors Palmer (Chair), Regenspan Assistant Professors Clonan, Kagle, Ríos-Rojas, M. Stern, Woolley The Department of Educational Studies offers two distinct undergraduate programs: (1) a major or minor in educational studies and (2) a preparation program for students intending to teach at either the elementary or secondary level. The department also offers a Master of Arts in Teaching (MAT) program for students preparing to teach at the secondary level. Given these programs, the department offers a comprehensive study of formal and informal educational institutions and practices and the ways they are affected by social forces. Interdisciplinary by design, classes draw on diverse methods of inquiry to analyze critically the historical and contemporary ways that people educate and are educated in the United States and societies across the globe. Theory, research and practice work together to help students become more informed as consumers and producers of knowledge in a variety of educational contexts. Students learn to ask questions about the relationships between knowledge, power, and identity in educational contexts and to reimagine education and its contribution to a democratic society. Major Program Courses are designed for liberal arts students interested in studying the problems and prospects of education, the nature and function of educational inquiry, the processes and outcomes of educational practices, the role of educational theory in school practice, and the relation of educational institutions to other social institutions. In these courses students are exposed to a variety of methodologies and perspectives. To major in educational studies, students take nine courses in the department, EDUC 101 and eight additional courses. These courses must include at least one course from each of the following four areas: Area I: Historical, Philosophical, and Political Foundations 206, 210, 241, 309, 310, 311, 417, 420 Area II: Developmental Foundations 204, 306, 307, 321, 331, 332/332L, 414, 416 Area III: Social and Cultural Foundations 245, 303, 305, 308, 312, 415, 418 Area IV: Research Foundations 225, 226 Normally EDUC 101 is taken as the first course in educational studies. It is a prerequisite, unless permission of instructor is obtained, for the following courses: 204, 206, 210, 241, 245, 303, 306, 307, 308, 309, 310, 321, and 331. Students must receive instructor approval for 226, 331, 414, 415, 416, 417, 418 and 420. The program must include two seminars. All courses, with the exception of 451, 453, 454, and 455, will be counted toward the major. EDUC 313 does not normally count towards the major. Students may count up to two independent study courses for major credit, but no independent study course may substitute for area requirements. EDUC 202 may be counted as an elective. One of the nine courses may be taught by a non-department educational studies professor. A minimum GPA of 2.00 is required for the nine courses that are counted for major credit. All courses taken for the major are counted in the GPA. All senior educational studies majors must participate in the capstone experience. Minor Program For the minor in educational studies, students take five courses. One is EDUC 101 and the rest are distributed among areas I, II, and III. One area IV course may count for one of the five courses necessary for the minor. Honors and High Honors Majors with an overall GPA of 3.30 and a departmental GPA of 3.50 are eligible for graduation with honors. A departmental GPA of 3.70 is required for high honors. Students must complete a research methods course prior to undertaking honors research. In the senior year each candidate submits an honors paper that must be defended orally before a department honors committee. Additional information for honors candidates is available in the department office. Awards See Honors and Awards: Educational Studies in Chapter VI. The Teacher Preparation Program The preparation of teachers is an all-university responsibility, generally directed by the Department of Educational Studies. The program encompasses liberal studies in education as well as studies and experiences designed to develop teaching effectiveness and professional leadership. The emphasis is on developing the student's ability to relate knowledge and theory to skillful teaching in the interest of promoting greater social justice and environmental sustainability. Colgate's undergraduate adolescence and childhood certification programs and the MAT adolescence programs are accredited by the Teacher Education Accreditation Council (TEAC) for a period of five years from December 20, 2007, until December 20, 2012 (currently in review). Students who wish to enter the program should submit an application to the department administrative assistant as soon as possible during their first year at Colgate, but no later than November 1 of their sophomore year. An overall Colgate GPA of at least 2.50 is required at the time of application. Application materials include a letter of intention by the student and a letter of recommendation by a Colgate faculty member. Acceptance into a teacher certification program does not guarantee acceptance into the student-teaching semester. Students are tentatively approved for student teaching in the fall of their senior year. Final approval depends on successful completion of all prerequisite courses in their program by the end of the fall term. A decision is made by the department to approve a candidate for student teaching based on previous academic performance at Colgate as well as the apparent suitability of the candidate for the teaching profession. In addition, the student must submit to the program a letter of recommendation written by an individual who has observed the student in some teaching/learning capacity in a school setting. In general, the following GPA requirements will apply: for the secondary teaching programs, students should maintain a 2.90 GPA in education courses, 2.90 in the teaching field, and 2.90 overall; for the elementary teaching program, students will be expected to have a 2.90 GPA in education courses and a 2.90 overall. In addition, although the department will make every effort to accommodate all students who wish to teach, the size of the department and its geographic location limit the number of students who can be served in any one year. If more students apply for student teaching than the program and the local schools can handle, admission will be determined on a competitive basis. Candidates for teacher certification in New York must pass competency examinations prepared by the State Education Department. (For comparative data from Colgate and other teacher education programs within New York State see www.highered.nysed.gov/tcert/airr.htm.) Initial certification is available to U.S. citizens and to non-citizens who have completed a letter of intent to become a U.S. citizen. Teacher certification students are required to spend a minimum of 100 hours in a variety of field experiences related to coursework prior to student teaching. Please note that completing certification requirements is not the same as majoring in educational studies. Students who wish to gain New York State teacher certification have the option of completing their professional semester in the fall term following graduation as part of the ninth semester program. To be eligible for this special program, students must have received their Colgate degree in the academic year prior to the professional semester and completed all other certification prerequisites prior to enrolling in the ninth semester. In the ninth semester, students are allowed to enroll only in the professional semester courses, which consist of two or three seminars (depending upon adolescence or childhood certification) and student teaching. Students admitted into the ninth semester program will be charged a small administrative fee (currently waived), must meet the usual requirements for enrollment at Colgate (such as proof of health insurance), and are responsible for locating their own off-campus housing. Students interested in the ninth semester program should meet with an educational studies faculty member to determine if they are eligible and apply to the program in the spring of their senior year. Adolescence Certification Programs There are two ways to become a secondary school teacher at Colgate. The first is through the undergraduate teacher education program, which can be completed in the four-year undergraduate period. The second is through Colgate's MAT program. In both the MAT and undergraduate programs, certification is available in English, history, mathematics, chemistry, biology, earth science, and physics; however, certification in chemistry, biology, and physics is more easily completed in the MAT program. Colgate's undergraduate adolescence certification program and the MAT adolescence programs are accredited by the Teacher Education Accreditation Council (TEAC) for a period of five years from December 20, 2007, until December 20, 2012 (currently in review). A. The Undergraduate Program To become certified as a secondary school teacher, students complete a major with specific course requirements in the subject they plan to teach. (Each student works closely with his or her educational studies adviser to plan a program of study that meets the certification guidelines for the chosen discipline. Students reserve the spring term of their senior year for student teaching.) Additionally, students take nine educational studies courses, which include Education as a Social Institution EDUC 101, The American School One course on social and cultural diversity in schooling, teaching, and learning from EDUC 245, 303, 305, 308, 310, 311, 312, or 418 The Nature of Childhood Education and Development EDUC 202, The Teaching of Reading EDUC 204, Child and Adolescent Development EDUC 306, Teaching and Learning, or EDUC 321, Educational Psychology, or EDUC 331, Teaching and Learning in the Schools EDUC 307, Special Education EDUC 454, Diagnosis and Remediation of Reading Problems EDUC 455, Student Teaching Seminar on Curriculum and Instruction EDUC 453, Science/Mathematics, or EDUC 451, English/Social Studies Recommended Additional Electives EDUC 206, Curriculum Theory EDUC 309, Philosophies of Education EDUC 416, Seminar on Moral Development and Education Other Requirements Fieldwork – 100 hours Child abuse workshop (two hours of training in the identification of suspected child abuse/maltreatment) Violence intervention and prevention workshop Fingerprinting B. The MAT (Master of Arts in Teaching) Program in secondary school certification is available to students with or without undergraduate course work in education. For further information, see "Master of Arts in Teaching" in Chapter VIII. Colgate University contributes approximately 80 percent of the total tuition costs for MAT students. For all courses taken toward their degrees, prior to registration, MAT students must fill out a graduate credit agreement form for undergraduate courses, available online or from the registrar's office. All graduate-level courses taken by MAT students will be recorded on transcripts with 500-level numbering. MAT students are required to take courses in educational studies and their certification area. Childhood Certification Program The elementary certification program is offered at the undergraduate level only. The program leads to certification in grades 1–6. It combines a major in an academic field with courses in educational theory and practice. Students who complete the program will have a strong background in teacher education and a New York State approved major from a department on campus. Colgate's undergraduate childhood certification program is accredited by the Teacher Education Accreditation Council (TEAC) for a period of five years from December 20, 2007, until December 20, 2012 (currently in review). Students should begin the certification program as early as possible, but no later than the beginning of their sophomore year. Students must formally apply to the program by November 1 of their sophomore year, and it is strongly recommended that they apply during their first year at Colgate. Students must reserve the spring term of their senior year for student teaching, two teaching seminars, and an advanced course on the diagnosis and remediation of reading problems. Requirements for Childhood Certification EDUC 101, The American School One course from EDUC 245, 303, 305, 308, 310, 311, 312, or 418 EDUC 202, The Teaching of Reading EDUC 204, Child and Adolescent Development EDUC 306, Teaching and Learning, or EDUC 321, Educational Psychology, or EDUC 331, Teaching and Learning in the Schools EDUC 307, Special Education Introductory Fieldwork Practicum (100 hours) EDUC 451, Seminar on Teaching English and Social Studies EDUC 453, Seminar on Teaching Science and Mathematics EDUC 454, Diagnosis and Remediation of Reading Problems EDUC 455, Student Teaching One laboratory science course in biology, chemistry, physics, geology, or astronomy One American history course One computer literacy course from COSC 100, EDUC 225, MATH 102/CORE 143, or PSYC 309 One mathematics course Other Requirements Fieldwork — 100 hours Child abuse workshop (two hours of training in the identification of suspected child abuse/maltreatment) Violence intervention and prevention workshop Fingerprinting Successful completion of all requirements in all certification programs leads to recommendation for New York State initial teacher certification. Course Offerings EDUC courses count toward the Social Relations, Institutions, and Agents area of inquiry requirement, unless otherwise noted. 101 The American School Staff An introductory analysis of American education. Readings from varied texts provide exposure to historical and philosophical foundations of schooling, contemporary problems, and the possible future of American education. Not open to juniors or seniors. 202 The Teaching of Reading S. Woolley An introduction to the process of reading, and to reading in elementary and secondary schools. It is designed primarily for students in the student teaching program. Students study theories of language acquisition and the development of reading skills. Students explore a variety of approaches to the teaching of reading as practiced in the elementary school and strategies of reading necessary to read in content areas. EDUC 202 may be counted as an elective, but may not substitute for the requisite courses in areas I, II, III, or IV. This course satisfies 10–30 of the 100 required school-based fieldwork hours for students seeking teacher certification. Offered in alternate years. 204 Child and Adolescent Development Staff An introduction to theory and research in physical, psychosocial, cognitive, and moral development during the childhood and adolescent years. The focus is on the application of developmental processes to educational practice in a variety of institutions and on the nature of interaction between the individual and his or her social, physical, and cultural environments. This course encourages students to connect theories about child and adolescent development to ideas about how schools should educate. This course satisfies 10 of the 100 required fieldwork hours for students seeking teacher certification. Prerequisite: EDUC 101 or permission of instructor. 206 Curriculum Theory B. Regenspan A first course in curriculum theory, defining the field and exploring basic orientations and traditional oppositions in curriculum thinking. Emphasis is on critical examination of the principles and practical implications of the most important current conceptions. This course helps future teachers to think critically about curriculum construction. Prerequisite: EDUC 101 or permission of instructor. 210 Education for Peace and Nonviolence M. Stern An overview on how to educate for peace and nonviolent societies. Students begin by developing theories about human conflict and then explore multiple approaches toward resolving these conflicts — at the interpersonal level, the structural level, and all the spaces in between. Prerequisite: EDUC 101 or permission of instructor. 218 Creative Writing in Public Schools This course is crosslisted as ENGL 218. For course description, see "English: Course Offerings." 225 Social Science Research Methods This course is crosslisted as GEOG 225, ANTH 225, and SOCI 225. For course description, see "Geography: Course Offerings." 226 Introduction to Qualitative Research Methods M. Kagle, J. Palmer A study of the fundamental concepts and techniques needed for qualitative research in educational settings. The course covers topics such as research design and question development, entry into the field, techniques for interviewing and participant observation, methods for recording qualitative data, data analysis, and presentation of findings. Examples of qualitative studies in education are read and discussed. Students are required to design and conduct field-based studies. Prerequisite: EDUC 101. No seniors admitted without permission of instructor. 241 Queering Education M. Stern LGBTQ youth have traditionally been marginalized in schools. K-12 education offers few curricular and institutional spaces where queer identities are affirmed and queer voices are heard. From sex education to the prom, most schools and educators operate under the ahistorical guise of heteronormativity — a term used to describe ideologies and practices that organize and privilege opposite-sex gender relations and normative gender and sexual identities. Using critical lenses developed by queer and feminist theorists and critical pedagogues, this course seeks both to explore how heteronormativity operates in a variety of educational spaces and how students and educators are confronting these processes by using schools as sites of resistance. Prerequisite: EDUC 101, LGBT 220, RELG 253, or SOCI 220, or permission of instructor. This course is crosslisted as LGBT 241. 245 Globalization's Children: The Education of the "New" Immigrants in the United States A. Ríos–Rojas Set against the larger backdrop of globalization and transnational migration, this course examines the educational experiences of contemporary or "new" im/migrants and the children of im/migrants in U.S. schools, focusing on migrants from countries in Asia and Latin America. Drawing heavily from anthropological and sociological perspectives on the schooling of "the new second-generation," the course charts the changing demography of the nation-state post-1965 and explores issues of acculturation and assimilation, the tensions and contradictions of "learning a new land," and the ways in which cultural and structural factors intersect with immigrant students' everyday realities to shape school performance and opportunity. Prerequisite: EDUC 101 or permission of instructor. 303 Gender, Education, and International Development A. Ríos–Rojas A study of gender and gender-sensitive policies in international education and development discourse. The emphasis on rights and democracy for women and men from historically disadvantaged groups has not always been accompanied by the transformation of fundamentally unequal and unjust social institutions. This course explores the politics of gender through a cross-cultural lens that draws on theory and practice in Asia, Africa, Latin America, Eastern Europe as well as the industrialized world. Prerequisite: EDUC 101 or permission of instructor. 305 Race and Education J. Palmer An examination of how the concepts of race, ethnicity, and culture play, have played, and continue to play a major role in the American educational system. Students study issues such as social justice, racial and ethnic identity, immigration, integration (desegregation/resegregation), race relations, socioeconomic inequality, language programs, and transformative education. In order to engage in critical dialogue, a wide range of educational research and policies concerning these issues are explored. Prerequisite: EDUC 101 or permission of instructor. 306 Teaching and Learning S. Clonan An exploration of how selected cognitive theorists have defined learning and a critical examination of how teachers teach. Questions asked include the following: What is learning? How does a teacher's definition of learning influence how he or she actually teaches? What are current ideas about effective teaching for all students to learn? Students in the course are asked to examine their own assumptions about these issues and engage in teaching both in and out of this class. This class satisfies 10–30 hours of the 100 required school-based fieldwork for students seeking teacher certification. Prerequisite: EDUC 101 or permission of instructor. 307 Special Education S. Clonan A foundational course in the field of special education. Students study the historical development of special education through pioneers in the field and through landmark legislation and litigation, parent advocacy, and national economic and social needs. The course investigates all major categories of disabilities that are served through special education programs: mobility, sensory, speech, chronic illness, learning and developmental, emotional, and chemical dependence. Historical and current teaching approaches for the education of students with disabilities are examined, as well as issues such as identification, placement, and evaluation. Special attention is given to issues of diversity and education in the "least restrictive environment." Prerequisite: EDUC 101 or permission of instructor. 308 Comparative Education A. Ríos–Rojas The study of the relationship between education and economic, social, political, and cultural developments that shape national and regional systems of schooling. In the study of comparative education, students develop an understanding of educational phenomena across national and political boundaries. Research methods, major concepts, and current trends within the multidisciplinary field of comparative education are reviewed and examined. Students have the opportunity to engage in a critical analysis of their educations in relation to other systems of education, both in the United States and overseas. Prerequisite: EDUC 101 or permission of instructor. 309 Philosophies of Education B. Regenspan An examination of the connection between the forms and functions of education and the state which education is designed to serve. Questions are raised regarding equality of access and outcomes, the apparent tensions between equality and liberty, and equality and excellence. The course includes discussion of the ethical dimensions of education; the ways in which education is implicated in the formation of personal identity; and the responsibility of teachers in the formation of personal and social identity. Prerequisite: EDUC 101 or permission of instructor. 310 Politics in Education B. Regenspan, M. Stern An examination of the political nature of schools and schooling. The primary focus changes from year to year; however, the basic question of the course is, who controls American education— and how? Prerequisite: EDUC 101 or permission of instructor. 311 Indigenous Education M. Kagle A consideration of the history of North American Indian education from a variety of perspectives. Central to discussions is an analysis of the ways in which Native American societies in different times and places viewed children and their upbringing. The course considers education as a process of transmitting culture within Native American societies and between Europeans and Indians. Readings include autobiographical and biographical materials about teachers and students as well as secondary studies of missionary activities, boarding and day schools, and changing government policies affecting Indian education. One aspect of the course encourages students to reflect on multicultural curricula and cultural diversity in learning styles. An important component of the course is a research paper on a topic related to the theme of the course. Prerequisite: EDUC 101or a NAST course or permission of instructor. 312 Women and Education B. Regenspan An examination of the structure, content, and expression of school curriculum to reveal ways that gender identity is formed as a moment in the general process of the reproduction of cultural consciousness. This course is of particular interest to those interested in the ways in which questions of gender should inform classroom practices and institutional structures. Prerequisite: EDUC 101 or permission of instructor. 313 Basic Issues in Education Staff An analysis of educational values, institutions, and practices. Focus is on the relationships between American ideology and the institutions of education. This course is based on extensive reading in four topics: the social and political matrix of the school, the system and its effect on youth, change forced upon the system, and trends. Open only to juniors and seniors with no previous coursework in educational studies. This course does not normally count toward major credit. No first–year or sophomore students admitted. Not open to students who have taken EDUC 101. 321 Educational Psychology S. Clonan A study of the application of psychological theories and principles of development, learning, and motivation to contemporary education processes, with special emphasis on the teaching and learning process. The course examines the research and theory of effective teaching, which include an understanding of such topics as learner differences and exceptionalities, social/emotional learning, motivation, behavior, and assessment. There is a fieldwork placement (approximately one hour per week) where students observe at least one teacher in action, linking theory and discussion to practice. The course satisfies 10 of the 100 required school-based fieldwork hours for students seeking teaching certification. Prerequisite: EDUC 101, a psychology course, or permission of instructor. 331 Teaching and Learning in the Schools M. Kagle An opportunity to connect theory to pragmatic issues of teaching. Students work at least three hours per week throughout the semester in a local middle school with students identified as being at risk of failing state examinations. The course connects these questions: How do students learn? What should students learn? How do we determine what students have learned? These questions are imbedded in genuine contexts of a school, which is itself working in state and federal educational bureaucracies. The course satisfies 40 of 100 required school-based fieldwork hours for students seeking teaching certification. Prerequisite: EDUC 101 or permission of instructor. 332/332L Disability, Difference, and Inclusion S. Clonan This service-learning course examines, from an interdisciplinary perspective, the development of positive social behaviors, relationships, and group processes among school-aged children with and without disabilities and other differences, with particular emphasis on the experiences of children with autism spectrum disorders and other developmental disabilities. In addition to regular class meetings, students meet weekly for a 3-hour laboratory session (EDUC 332L) during which the students engage with local children in the service learning project; applying theory into practice. Not open to students who have taken PSYC 360. Prerequisites: EDUC 307 or PSYC 363, and permission of instructor. 414 Seminar in Social Development, Intervention, and Inclusion S. Clonan This course examines, from an interdisciplinary perspective, the development, importance, and intervention for positive social behaviors and relationships. Both normative and atypical social development are explored, as an understanding of one enriches the other. Particular emphasis is placed on the development of social and communication behaviors in children with autism spectrum disorders and other developmental disabilities. Students participate in the development, implementation, and evaluation of an evidence-based model of therapeutic social skills intervention for local children with and without disabilities. Prerequisite: permission of instructor. 415 Seminar on Comparative Education A. Ríos–Rojas An in-depth analysis of global issues in education, with specific reference to educational theory, curriculum, culture, and schooling, and the impact of education systems on social and economic development in selected countries. Evaluation of student performance is based on individual research and student-directed discussion. The seminar develops themes and concepts introduced in EDUC 308 and 311. Prerequisite: permission of instructor. 416 Seminar on Moral Development and Education Staff An examination of major theories of moral development, their philosophic and psychological premises, and their implications for educational practice. Readings include works by Jean Piaget, Lawrence Kohlberg, and Carol Gilligan. One focus of the course is the connections between theoretical ideas about moral development and both the hidden and explicit curriculum in schools. The course includes assignments in interviewing, a theoretical paper, and student seminar presentations and critiques. Prerequisite: permission of instructor. 417 Seminar on Democracy and Education B. Regenspan An opportunity to engage in in-depth analysis of the interrelationship between democratic and educational theory. Prominent North American and international models of democracy and their corresponding educational theories are examined in the context of the larger project of developing a democratic theory of education. A seminar paper requiring serious independent research is required. Prerequisite: permission of instructor. 418 Seminar on High-Needs Schools J. Palmer An in-depth investigation and analysis of high-needs schools. Students learn about the "problems" facing such schools. The seminar also focuses on challenging views that are unduly pessimistic or do not fully represent the complexity of high-needs schools, communities, and their children. Students are involved in service-learning projects with high-needs schools to further their understanding. They engage in critical dialogue and evaluate the effects of educational reform and policy changes. This course satisfies 35 of the required school-based fieldwork hours for students seeking teacher certification. Prerequisite: permission of instructor. 420 Seminar in Curriculum Theory M. Stern A study of the broad traditions and critical issues in American education. The course covers topics such as the purposes, organization, adaptation, and evaluation of curricula. Students explore the ways curriculum models can influence the educational outcomes and life chances of students. Particular attention is paid to the historical, social, and institutional contexts in which different intellectual traditions in the curriculum field developed. (Formerly EDUC 404.) Prerequisite: permission of instructor. 451 Seminar on Curriculum and Instruction in English/Social Studies B. Regenspan A seminar dealing with general issues in curriculum planning and instruction with special emphasis on the relationship between curriculum goals and instructional techniques. Consideration is given to general topics: teacher effectiveness, interpersonal relations in the classroom, teacher professionalism, authority, discipline, and the influence of administrative organization on school practice. This course is required of all students enrolled in student teaching in English and social studies and all students enrolled in elementary student teaching. It does not count toward major credit. Prerequisite: permission of instructor. 453 Seminar on Curriculum and Instruction in Science/Mathematics M. Kagle A seminar dealing with general issues in curriculum planning and instruction with special emphasis on the relationship between curriculum goals and instructional techniques. Special topics include major aims and purposes of science and mathematics education and interpersonal relationships in the classroom. This course is required of all students enrolled in student teaching in science or mathematics and all students enrolled in elementary student teaching. It does not count toward major credit. Prerequisite: permission of instructor. 454 Diagnosis and Remediation of Reading Problems S. Woolley An introduction to the diagnosis and remediation of reading problems. Students study theories of reading instruction, both developmental and remedial. Emphasis is on the student's acquiring the skills needed for diagnosing reading weaknesses. This class is taken concurrently with EDUC 455. This course is required of all students in teacher certification programs. This course does not count toward major credit. (Formerly EDUC 419.) Prerequisite: permission of instructor. 455 Student Teaching M. Kagle, B. Regenspan Classroom teaching in a nearby elementary or secondary school under supervision. Students planning to be certified in secondary teaching must take EDUC 451 and/or 453 and student teaching concurrently during the spring of the senior year. They also take EDUC 454. Students planning to be certified in elementary teaching take EDUC 451, 453, and 454. It does not count toward major credit. Prerequisite: permission of instructor. 291, 391, 491, 591 Independent Study Staff Independent study projects under the supervision of staff members. Outlines of the projects must be prepared and approved in advance by the department chair. 593 Special Project Staff A graduate-level research project on a significant problem in education. A special project demonstrates a substantial grasp of relevant theory and methodology. 594 Thesis Staff A comprehensive and intensive research effort. In contrast to the special project, the thesis is intended to be more ambitious in reviewing relevant literature, in gathering and interpreting data or facts, or in applying principles or evidence to the analysis of a special problem. Topics may be centered in the student's area of specialization or in some problem of a professional nature. (2 credits) Academics Majors and Minors Departments and Programs Africana and Latin American Studies Art and Art History Asian Studies Biology Chemistry The Classics Computer Science East Asian Languages and Literatures Economics Educational Studies Academic Program Course Offerings Faculty and Staff Master of Arts in Teaching Teaching Certification Student Involvement - Thurber Society Race and Education Lecture Series Honors and Awards English Environmental Studies Film and Media Studies Geography Geology German History International Relations Jewish Studies LGBTQ Studies Linguistics Mathematics Medieval & Renaissance Studies Middle Eastern and Islamic Studies Music Native American Studies Neuroscience Peace and Conflict Studies Philosophy Physics & Astronomy Political Science Psychology Religion Romance Languages and Literatures Russian and Eurasian Studies Sociology and Anthropology Theater Women's Studies Writing and Rhetoric Libraries Off-Campus Study Course Catalogue Academic Calendar Pre-Professional Planning Fellowships & Scholarships Course Offerings RELATED LINKS


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For the third year in a row, UW-Madison placed first in the competitive NAIOP real estate case competition. Congratulations to team members Cameron Carey, Amanda Frankwick, Ryan Howard, Kim O'Connor, Michael Serposs and Jimmy Xie.
Pictured: (left to right) Amanda Frankwick, Michael Serposs, Jimmy Xie, Kim O'Connor; Cameron Carey and Ryan Howard not pictured.
This year's NAIOP competition consisted of students receiving a 1.9 acre site across street from TCF Bank Football Stadium on University of Minnesota campus (comparable in location and linkages to the corner of Monroe and Regent in Madison). The students toured the site in mid-February and submitted a full development plan by late March and presented their development plan to a judging panel of 6 local developers/investors/bankers/city officials, owner/developer of the site and 130+ Minnesota NAIOP Chapter members. To develop the plan the team talked with local experts provided by the NAIOP Chapter, their own personal contacts, UW alums, students from previous year's competition and WSoB faculty.


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I had an exciting Saturday night. Instead of going out to enjoy a beautiful Saturday evening in Paris, or take advantage of La Nuit des Musees as I did last year, I stayed in, sat on my couch with a bottle of rosé, and made Alex watch the Eurovision Song Contest.
If you've never heard of the Eurovision Song Contest, you're really missing something special. It's a Europe-wide singing contest (with an absolutely outrageous production value) that's been going on for 56 years. It's a big deal. Little European kids with songs in their hearts aspire to one day represent their country at Eurovision. I won't go into details of how it works -- all you need to know to enjoy Eurovision is each country comes with a song, a singer, and a dream.
I've been hearing the hype for weeks now. Everyone agreed this was France's year. France hasn't won in 34 years, but this time they had an adorable classically trained tenor named Amaury Vasili who sings like an angel. This year, the competition was France's to lose. (spoiler alert -- they lost.)
I knew we were in for something special during the pre-show show, which featured the hosts talking to this lady in a French flag dress --
The first contender was this adorable young warbly man from Finland, who sang a song about saving the planet. He was so cute and environmentally conscious, he made me want to have another baby, but only if it was him:
Bosnia and Herzegovina then stole my heart from Finland, primarily because one of their members spent the first half of the song skipping around the stage. I love skipping; it's so carefree, just like Bosnia.
Then we had these psychotic characters:
Guess where this guy was from?
Be careful or he'll smolder you to death with his Greekness:
It's France's turn! France! France! France!
Forget the Finnish kid. I want to birth an Amaury and raise him as my very own --
But something went wrong for Amaury. The beginning was a little shaky. Err... maybe next year, France?
It was about this time Alex went to bed, declaring me "nuts" for wanting to stay up and watch the whole thing when we've both been so sleep deprived of late. For the record, Alex is correct.
The U.K. brought a solid boy band. I don't like boy bands, but this band was all man.
Then I got distracted playing Angry Birds and missed a few countries.
When I looked up again, there was a boring though pretty tune being sung by two hot people from Azerbaejan? Azerbagean? Azerbaigean? How the hell do you spell that?
Pity. They're beautiful (and they made it rain fire on stage) but they don't stand a chance because nobody knows how to spell their country.
And then the question of the evening -- what the hell is going on in Moldova? When Moldova hit the stage, it was like a goddamn European free-for-all.
My God, they have a woman on a unicycle. Someone call my travel agent.
Then, finally, with the call-in and judge points tallied, the moment of truth --
Really? Damn, guess I better figure out how to spell their country.
So Azerbaythingamajig won, but the best part of the results portion was when the cutie frontman of the group from Denmark told the representative from The Netherlands he wanted to f*ck her. In English. On live TV.
Thankfully, some astute observer already posted a video of it on YouTube --
(Our beloved France placed a very painful 15th. Ouch.)
I've decided we're going to throw an annual Eurovision party when we move back home*. We will assign everyone a European country. They must show up in that country's native dress, and bearing the country's native alcoholic beverage. We will then force them to watch the Eurovision Song Contest until they have seizures and/or their ears bleed. This is just one of the many significant ways our lives will be changed for the better from having lived in Europe.
*Alex is less enthusiastic about the idea than I am. He wants that on the record.
If you want to participate in the joy and cheesetasticness that is Eurovision 2011, I've embedded way too many videos below of some of the contenders. Most of them sing in English. You should watch them, if just to see what a real talent show should look like. Eurovision makes American Idol look like it's filmed in Simon Cowell's basement. (Really? He's not on the show anymore? Then what's the point?)
Who would you have voted for? I think we can all agree Moldova got robbed. God Bless Europe and goodnight.
My cutie pie but off-key Finnish boy who's out to save the world --
Bosnia and Herzegovina with Mr. Skippy --
Denmark. He wants to f*ck you. And he can sing while running. That's hard.
Ireland. This one is just psychotic. Do not watch if you have epilepsy.
Greece. My God it's bad. It's very bad.
Russia. It was like Ah-Ha came back from the 80s to woo me all over again. (I realize Ah-Ha was from Norway, so that's weird...) "DO YOU FEEL MY HEARTBEAT, EUROPE???"
France! France! France! France!
The United Kingdom. I especially like the naked mug shots in the beginning. I'm embarrassed to admit how much I liked this performance -- I am, after all, an obsessive Arcade Fire fan for years now, years and years before they won Best Album at the Grammys and everyone was like, "Who the hell is Arcade Fire?" I swear I'm cool, but I liked this man band. I'm feeling defensive now so just watch the video and feel my shame.
Sweden. He wants to be popular. This is horrible. And unfortunately very catchy.
Ukraine. Best part is the Ukrainian sand artist doing her thing behind her.
Molodova. I love you. You guys are probably a lot of fun at parties.
There are more, but I just realized I'm neglecting my life to embed a million videos no one is going to watch. Bye.


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MONTROSE – Barring an unfavorable outcome to at least one appeal, Montrose County's nearly six-year legal battle with JetAway Aviation is over, following last week's decision by a federal court judge.
"The ball is in their (JetAway's) court… but some time or another they'll need to look at this as a business decision and cut their losses and get out," said former Montrose County Commissioner Bill Patterson, who was personally named in the cases. "I can't say it's over, but realistically, it's over because it's a real uphill battle for them. It's a clear ruling and it's the fourth time for a clear ruling."
U.S. District Judge Richard Matsch, known for presiding over the trial of Terry Nichols in the Oklahoma City bombing case, dismissed JetAway's antitrust case against the county last week and detailed his findings and ruling in a 12-page order that tagged JetAway's argument as "not determinative" of their claims, and its relief request as "impractical."
The order not only dismissed the civil action against the county, its building authority and several individuals, it also awarded costs.
The recent ruling does not definitively conclude the county's battle with JetAway, but county officials are hopeful they are near the end of the fight that started when the county decided to privatize its fixed-base operations at the Montrose Regional Airport and awarded the FBO contract to Black Canyon Jet Center rather than to JetAway.
JetAway can still appeal the case, County Attorney Robert Hill said.
JetAway has already filed an appeal with the district court regarding a prior ruling by District Judge James Schum that prohibited the airport access that enabled JetAway to provide fuel and maintenance at its off-airport facility.
JetAway also was ordered to pay costs in that case, which Hill said could be in the ballpark of $250,000.
A hearing for a judge to listen to that appeal is scheduled for April 19-20, he said.
Along with JetAway's filings with the district court, it also filed two complaints with the Federal Aviation Administration stating that denying its airport access was in violation of the conditions of federal grants. Both complaints were rejected by the FAA.
With four JetAway complaints and four rejections, Patterson said he hopes this battle is finally coming to an end.
Patterson, who was a county commissioner at the time the FBO contract was awarded to Black Canyon Jet Center (referred to as Jet Center Partners in the recent order), was personally named in the lawsuit, as was Kevin Egan and James Rumble.
Rumble owned and managed V.I.P Flyers and provided the county with FBO services until its contract was terminated in 1991. From that time until 2005, the county provided its own FBO services. In 2002, however, its terminal building was closed due to asbestos concerns and its FBO moved to a doublewide trailer.
"We needed something better than what we had, but we couldn't afford to pay for the millions in investments that it would take to get it going. That was the whole reason for privatization," Patterson said. "When you look at it, what we have now is exactly what we were striving to get."
At the time the county was deciding whether or not privatization was the right route, Rumble, Egan and Kevin Scott formed the Black Canyon Jet Center business for the sole purpose of obtaining and operating an FBO at the airport. JetAway, of which Steve Stuhmer is the managing principal, claimed Patterson favored Rumble because Patterson was on the airport authority when V.I.P Flyers had the FBO contract.
Matsch's finding stated that JetAway's attempts to prove sinister motives by the parties involved were not validated during the hearings, and "at best, the only thing shown was favoritism toward JCP and antagonism toward JetAway and Stuhmer."
Matsch went on to say that the commissioners may not have acted in the best interest of their constituents, but "that is a matter of political concern; it is not an antitrust conspiracy."
In the ruling, Matsch also said the county may have selected JCP before issuing a request for proposal, but "it is not illegal to do so" as the county could have chosen an FBO without using the proposal process.
He went on to state that JetAway's claims of "bid rigging" do not fit its filing that there were violations of the Sherman Act. (The Sherman Act was passed in 1890 and prohibits certain business activities that reduce competition in the marketplace.)
He also said that JetAway's evaluation of the proposals, which concluded that JetAway's proposal was in fact better than JCP, also is not determinative of the antitrust claims, and that there was no evidence that JetAway's proposal was shared with competing bidders.
In the case, JetAway asked the court for injunction relief that would allow it to compete against the current FBO.
Matsch did not grant that relief, stating that it was "impractical."
In a further blow to JetAway, he granted court costs to the county.
Patterson is protected from liability damages as a former county commissioner, according to the ruling. He said most of his personal costs have been accrued through travel and time away from work to fight this case. He said he is still finding out what costs of his might be covered by the rulings, if any.
The county also is trying to determine its costs and must submit that figure to the courts next week, Hill said. The awarded costs in the federal case will not include attorney fees, but will include such expenses as filing and deposition fees, he said.
According to the county's records, it has spent more than $1.78 million in legal services from 2005 to April 30, 2012 on its battle with JetAway.
Attempts to contact Stuhmer and his legal team for comments were unsuccessful.


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Newly Listed 6 Bed Vacation Home in Pacific Beach
- bedrooms 6
- baths 4
- sleeps 14
- pool no
- hot tub no
- pets allowed yes
- type House
- community
rates (USD)
/ night
$ 5,460 - $ 8,260 / month
vacation rental description
This spacious home with awesome location in a great neighborhood is ideal for any group or family who wants to enjoy the beauty of Pacific Beach. The location is perfect for guests who want to be close enough to the restaurants and shops on Garnet street and near the ocean by Cass street.
Features Six bedrooms, 4 bathrooms, balcony; can sleep 14 up to 16 with the set-up of 2 additional twin-sized blow-up beds. Living & dining areas are perfect for entertaining and family gatherings. Kitchen comes with complete appliances, bar counter and breakfast nook. Washer & Dryer also available. Plenty of parking for big family / group with multiple vehicles including an RV plus open free parking on both sides of the street.
vacation rental location
property availability
- dates with deals
- unavailable dates
Last modified on 02-18-2014 at 3:22 PM.
email owner view full calendar
house rental amenities
- Washer
- Dryer
- Towels & Linens Provided (one-time set-up)
- Wide driveway (fits multiple vehicles including RV/Boat Trailer) plus open free street parking
- Beds
- 5 Queen Beds
- 1 King Bed
- 2 twin airbeds (must request beforehand and subject to availability)
- Crib / Pack&Play (must request beforehand and subject to availability)
- Entertainment
- Cable
- Flat Screen TV in Living room
- Kitchen
- Full Kitchen
- Dishes, glasses, cups, silverware provided
- Cooking Utensils Provided
- Stove, Oven & Range Hood
- Refrigerator with ice & water dispenser
- Dishwasher
- Microwave
- Coffee Maker
- Outdoor Features
- Deck/Patio
- Balcony
- Communications
- WiFi (Wireless Internet)
- Suitability
- Pets (discuss beforehand)
- Smoking Not Allowed
activities and attractions in Pacific Beach San Diego Area
- Shopping
- Sailing
- Boating
- Waterskiing
- Jet Skiing
- Swimming
- Surfing
- Biking
- Fishing
- Health/Beauty Spa
- Theme Park (Amusement Park)
- Fitness Center/Gym
- Museums
- Zoo/Wildlife Park
- Restaurants & Bar
- Sightseeing
- Snorkeling/Diving
vacation rental rates
- Minimum of 2 nights stay except during Winter Holidays (Christmas & New Year's), which require a minimum of 4 nights stay.
- Better rates available for longer stays
- Other Fees: $295 (cleaning)
- Security Deposit: $900 (Refundable 14 days after check-out)
- We also accept monthly rentals. Inquire for rates
- $1000 reservation fee and signed agreement required to secure the dates and balance is due at least 14 days before check-in. Part of reservation fee shall be used as security deposit and remainder applied towards rent.
- Payments via check, wire transfers or PayPal (may be subject to relevant PayPal fees and under guests' expense
NOTE: Until reservation is confirmed, our rates are subject to change without prior notice.
accepted payment methods
Prior to paying a reservation deposit, always verify payment instructions by calling the phone number displayed on this listing page. By contacting the owner directly and paying by an approved method - credit card, paypal, check or bank transfer - your reservation payment will be protected up to $1,000.Learn more in our Security Center


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Rolex Rankings #6
Rolex Rankings #24
Who will win in 2014?
This is the first year for the event.
Read all about the first tournament of the season.
Fun Fact Friday is a new weekly series where LPGA.com will share with you five fun facts about a player.
Golf Channel catches up with Natalie Gulbis before the final round of the Evian Masters.


text: Stunning, archaeologically significant property with caves and petroglyphs! This spacious and private, 5500 square foot, pueblo-style home is nearly encircled by rock canyons on 130+ acres. Expansive views as far as the eye can see, located in the historic Los Cerrillos Mining District, and only 20 minutes from the Santa Fe airport. The property's name 'Spirit Rock' reflects the jaw-dropping natural environment with eagle nests, ancient artifacts, rock formations and flowing waterfall (during monsoon season). The double adobe construction dwelling is quite impressive with hand-crafted doors from Spain, expansive portals, dark wood vigas, posts, and latilla framed windows, spanish tile, rounded plastered walls, brick, flagstone, concrete, and river rock pathway flooring. The bell-towered facade with exposed adobe brick (made from the land's natural mud), boasts elevations that echo the old Southwest missions, creating the harmonious and tranquil feel of an ancient monastery.


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imo this team needs to mature a bit and needs some more time together. they need to try things, see what works, what doesnt work. make ajdustments. find the best rotations. these things take time and i think expecting playoffs from them right now is a bit much but thats just me.
Last edited by smith&wesson; 11-30-2012 at 03:57 PM.
Lol Pietrus will not add any leadership at all hahaha.
Dude wanted money and wouldn't play for any contending teams because they could only pay him the minimum and he's a chucker. But I like him.
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Best part of this in my opinion is waiving McGuire. One of the better offseason moves the Raptors have made.
He actually played a good game, hope he can keep improving with his conditioning and chemistry getting better.
I think this signing was just to save BC and Casey's jobs until the trade deadline because if they were to keep loosing I think we were close to firing both of them . If they can tread water until the trade deadline I think BC is going to pull a major trade which should put us in the playoffs . We are not that far off talent wise we are just young , but trading for a very good player is a tricky thing , I hope he does not get one that is too old and starting to break down .
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Vivian's blog
A Very Merry Christmas and A Most Prosperous New Year to ALL Happy Holidays!!! LLR Vivian
To Lenny and his fans in the US, enjoy the 4th, be safe. If you are not in the US enjoy your day too!! Let Love Rule!!!!
When I attended a Lenny show at the Beau Rivage in Bilox, MS, I couldn't believe how close I was to the stage and to HIM. It was an incredible experience; I was completely enraptured After the show, Lenny was signing autographs on anything you gave him to sign. I was so engrossed in watching his every move and interactions with his fans that I completely forgot about the ticket I...
I loved this song the moment I heard it; the trailer is soooo interesting; can't wait unil Jan 29th. How about you?
Congratulations on being picked to play the lead in the upcoming Marvin Gaye biopic!!! Looking forward to seeing you on the big screen I always thought you would be a great pick to play Otis Redding if a bio of him was ever brought to film; would love to hear your rendition of Try a Little Tenderness. Rock on, LLR, Vivian
I just wanted to extend the warmest holiday greetings to each and everyone. Be safe and eat, drink and be merry!!! LLR, Vivian
I've been playing the CD "5" lately and I enjoy it immensely; I understand why Lenny won a Grammy for it. However, whenever I hear "Believe" I believe... I got to hear him perform this song in Biloxi, MS It really lifts me up, love it, love it, love it. My most favorite video is "Are You Gonna Go My Way" That one was really my intro to Lenny, even then it was a retro look, with...
I been reading some of the blogs; I feel the love wafting out through the frequencies from us LK fans. I'll be coming back for more but right now I've just gotta hear "Liquid Jesus"


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According to a post on McKnight's Facebook account, Zander officially arrived at his dad's Tampa-area home on Sunday. "Praise God today along with a lot of support and love from family and friends I am finally bringing my son home for good," McKnight wrote. "I want to thank all of you for the prayers that's been sent to me. I cannot express with words the weight that has been lifted off my shoulders."
Those familiar with the McCready saga will no doubt recall that there has been controversy involved with McKnight. He was arrested in 2005 for allegedly breaking into McCready's home and attempting to strangle her. Both he and McCready eventually lost custody of their son, who was put in the care of his maternal grandmother. (McCready regained custody of the boy shortly before her death.)
However, McKnight put forth consistent effort to win Zander back, filing a court request for full custody shortly after McCready's boyfriend, music producer David Knight, allegedly committed suicide in January.
"He shouldn't have been taken from me to begin with," McKnight told Today after McCready died. "He has a happy home here, I can provide for him. It's just been a big mess. Enough is enough."
A representative who formerly handled McCready was unable to confirm whether McKnight legally has full custody of the child.
Zander unquestionably has been through more than any 7-year-old should have to endure, but thankfully, he appears happy and healthy in the photos both McKnight and his wife are posting on Facebook — which portray him in ordinary scenarios such as riding a bike around the neighborhood and watching TV with the family dog.
There is no word as to who will ultimately win custody of McCready's younger son, 1-year-old Zayne, whose father is McCready's late boyfriend Wilson. McKnight told Today that he hopes Zayne will stay with McCready's family, who live an hour and a half away from him. "I'd like to keep those boys being brothers together," he explained.
- Family & Relationships
- Mindy McCready


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Human Rights Watch reports:
The US Joint Special Operations Command (JSOC), which is a semi-covert arm of the military, and the Central Intelligence Agency (CIA) are estimated by research groups to have carried out 81 targeted killing operations in Yemen: one in 2002 and the rest since 2009. The strikes by drones, warplanes or cruise missiles by various counts have killed at least 473 combatants and civilians. The United States has also carried out hundreds of targeted killing operations, primarily by drones, in Pakistan and a small number of such strikes in Somalia.
After many years of neither confirming nor denying such strikes, President Obama and other top US officials began publicly acknowledging the targeted killings program in 2010. However, citing national security concerns, the administration has provided only the barest information about individual strikes. For example, US authorities have not revealed the number of strikes, the number of civilians and alleged combatants killed or wounded, or, with a few exceptions, the target of the strikes. Moreover, the administration's legal rationale for such killings, outlined in various speeches and "fact sheets" by the government in the past two years, has been inadequate.
Amnesty International finds:
According to NGO and Pakistan government sources the USA has launched some 330 to 374 drone strikes in Pakistan between 2004 and September 2013. Amnesty International is not in a position to endorse these figures, but according to these sources, between 400 and 900 civilians have been killed in these attacks and at least 600 people seriously injured.


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David Gaard Theatrical Works Coll2008-072
Scope and Content of Collection
Subjects and Indexing Terms
Original Works Series 1: circa 1966-2004
About Bernard Carlton 1999
Early script with notes, revised scripts, promotion materials, and reviews 1999
Promotional materials and reviews 1999
The Acme Novelty Co., Script 1971
And Puppy Dog Tails, Scripts and promotional materials 1974-1975
As Tears Go By, Script 1999
Befriending Beau 2000-2002
Scripts, screenplay, production and promotional materials, and reviews 2000-2002
Promotional materials, ticket sale reports, and reviews 2000
Cocaine Before Chapel, Early script circa 1985
The Day They Gave Babies Away, Revised Script circa 1973
eXs, Script, promotional materials, and reviews 2001
The Fabulous Ten O'Clock Scholar, Scripts 1999-2003
Flash!!, Scripts by David Gaard and M. Sanford Kaplan 1997
Fog Over Frisco, Synopsis, sample dialogue, screenplay 1995
The Ghost of Sergeant Pepper, Synopsis, outline of screenplay and novel, and three sample chapters 1994
Gramercy Park Dot Com, Project outline circa 1997
High Crimes and Treason, Synopsis and scripts 1995-2002
Hook, Line, and Sinker, Screenplay rough draft 1998
Later Than Spring, Rough draft and script 1994
Lee Foster, Script circa 1966
Made for Each Other 1996-1998
Scripts, production materials, and reviews 1996-1998
Reviews 1996-1998
Photographs - Publicity Stills 1997
Made for Each Other, Screenplay by David Gaard and M. Sanford Kaplan 1998
The Marilyn Project, Script 1974, 2004
Mother's Day, Treatment by David Gaard and M. Sanford Kaplan 1999
Power Strokes 1999-2001
Working script, production and promotional materials, and reviews 1999-2001
Ticket sale reports and reviews 2000
Photographs - Casting Headshots 1999-2000
Praire Light, Script circa 1982
The Sailor, Home from the Sea, Script, production and promotional materials, and reviews 1999-2000
Shadow Boy, Script 2001
Sheets 1997-1998
Production and promotional materials and draft and revised scripts by David Gaard and M. SanfordKaplan 1997-1998
Reviews 1998
Something Evil, Synopsis rough draft circa 1995
Steve Adams and the the Curse of the Vindictive Heart, Cast List circa 1973
Swing to the Right, Script 1969
The Talent for Deception, Script, production proposal, and synopsis circa 1995
The Ten O'Clock Scholar (working title), Script rough draft 1999
Thursday's Child, Rough draft circa 1995
Young and Deadly, Script 1998-1999
Adaptations and Productions Series 2: 1973-circa 2005
Alice in Wonderland, by Lewis Caroll, produced by M. Sanford Kaplan and David Gaard, Script 1997
All's Well That Ends Well, by William Shakespeare, conceived and adapted by David Gaard 2000
Treatment, script, production and promotional materials, and reviews 2000
Promotional material and reviews 2000
Antigone, by Sophocles, adapted by David Gaard and M. Sanford Kaplan 1996
Modellbuch for a mixed media production 1996
Set sketches 1996
The Battle for Brennan Street, from a story by Robert Cummins, by David Gaard and M. Sanford Kaplan, Screen treatment circa 1985
Dead End, by Sidney Kingsley, directed by David Gaard 2001
Script and promotional materials 2001
Reviews 2001
The Flowroom, by John Peterson, directed by David Gaard, Production and promotional materials 1999
It's Enough to Make you Sick, 3 plays directed by David Gaard and Bill Lentsch, Flyer 1973
The Killer, by Eugene Ionesco, directed by David Gaard, Proposal, script, and production and promotional materials 2001
The Last Good Time, based on a novel by Richard Bausch, play by David Gaard, Script 1987
A Midsummer Night's Dream, by William Shakespeare, produced by M. Sanford Kaplan and David Gaard, Program 1997
Mother Courage, by Bertold Brecht, translated by Ralph Manheim, edited by David Gaard and Richard Schechner, Script 1974
Much Ado About Nothing, by William Shakespeare, Proposal by David Gaard circa 2005
Two Gentlemen of Verona, by William Shakespeare 2001
Treatment for an environmental production, conceived and directed by David Gaard 2001
Promotional material and reviews 2001
Wars, Whores, and Tin Pan Alley, text by Bertold Brecht, music by Kurt Weill and Dominic Muldowney, conceived and adapted by David Gaard and Swen Swenson, Scripts and programs 1986
The Women's Representativeby Sun Yu, adapted by David Gaard, Script 1973
Personal and Miscellaneous Series 3: 1994-2007
Biographical information 1999-2007
Clippings 1992-2000
Correspondence 1993-2002
Fringe Festival programs and newspapers 1997-2001
GAle et GAtes et al. 1996
Spiral Bound notebooks circa 1990-circa 1997
Photographs and a slide from an unknown performance circa 1998